Browsing by Author "Hetrick S"

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    A better start national science challenge: supporting the future wellbeing of our tamariki E tipu, e rea, mō ngā rā o tō ao: grow tender shoot for the days destined for you
    (Taylor and Francis Group, 2023-02-22) Maessen SE; Taylor BJ; Gillon G; Moewaka Barnes H; Firestone R; Taylor RW; Milne B; Hetrick S; Cargo T; McNeill B; Cutfield W; Moton TM; King PT; Dalziel S; Merry S; Robertson S; Day A
    The majority of children and young people in Aotearoa New Zealand (NZ) experience good health and wellbeing, but there are key areas where they compare unfavourably to those in other rich countries. However, current measures of wellbeing are critically limited in their suitability to reflect the dynamic, culture-bound, and subjective nature of the concept of ‘wellbeing’. In particular, there is a lack of measurement in primary school-aged children and in ways that incorporate Māori perspectives on wellbeing. A Better Start National Science Challenge work in the areas of Big Data, Healthy Weight, Resilient Teens, and Successful learning demonstrates how research is increasing our understanding of, and our ability to enhance, wellbeing for NZ children. As we look ahead to the future, opportunities to support the wellbeing of NZ young people will be shaped by how we embrace and mitigate against potential harms of new technologies, and our ability to respond to new challenges that arise due to climate change. In order to avoid increasing inequity in who experiences wellbeing in NZ, wellbeing must be monitored in ways that are culturally acceptable, universal, and recognise what makes children flourish.
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    No Earlier Than 9:45 A.M. A Qualitative Study of Adolescents' Experiences of Later School Start Times in Aotearoa New Zealand
    (Taylor and Francis Group, 2025-03-04) Smith H; Barber C; Taylor R; Signal TL; Hetrick S; Alansari M; Oldehaver J; Galland B
    OBJECTIVES: Many teenagers suffer chronic sleep loss, which could potentially be mitigated by later school start times to accommodate the natural shift in their circadian timekeeping system favoring later bedtimes. This study explored experiences of senior students from a school in Aotearoa New Zealand with later school start times. METHOD: Semi-structured interviews were conducted with 14 students, purposively sampled for equivalent numbers starting later every day (9:45 A.M.), or on just one weekday (10:00 A.M.). Transcripts were analyzed using reflexive thematic analysis. RESULTS: Four themes were identified that addressed the impact of later starts on sleep struggles, daily functioning, student autonomy, and routines and scheduling. Most perceived later starts as positively influencing their sleep quality, concentration, productivity, and personal well-being. The importance of autonomy over their learning, and impact of different start times on students' schedules was also emphasized. Major disadvantages were lack of free classes and potentially later finish times. CONCLUSIONS: The experiences of later school start times for these adolescents were largely positive across a variety of life domains. Findings support the need for sleep health to be considered within school's health education and policy to address the unmet health concerns of chronic sleep loss in teens.